course title: integrated skills 1 · oxford: oxford university press. pelyvás,i- szabó, cs,-...

Course title: Integrated skills 1 Neptun code: BTOAN1L01

Institute hosting the course: Institute of

Modern Philology

Course type (underline): Compulsory,

compulsory optional, optional

Course coordinator (name, position): Láng Viktória assistant researcher

Optimal semester: 1 Preconditions:

No. of lessons/week: 4 Requirements of accomplishment

(underline): signature, seminar grade, exam,

report

Credits:2 Course format (underline): full-time, part-

time

Course objectives:

The basic aim of the course is to improve the language skills of the student in an integrated,

complex way. The course is built on 4 moduls, each concentrating on one of the four main

speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening

moduls are to improve the general communicative skills of the student, reading and writing

helps in vocabulary extension , creative writing, reading comprehension etc. The course runs

for two semesters and is a requirement for the ‘filter examination’ at the end of the first year.

Detailed course programme:

1-2: .Unit 1 : Circus life,/ Grammar: Verb patterns (transitive and intransitive)

3-4: Unit 2: Arts / Grammar: Word formation: suffixes

5: Project work : Presentation on modern art

6. Test paper (1)

7.-8 : Unit 3: Rich kids / Grammar: Adverbs of manner and noun phrases

9-10 : Unit 4: ‘An alien?/ Grammar:: Modals

Course requirements:

The condition of getting the signature is an active participation during the lessons as well as

pass a test with a minimum of 60% result.

Evaluation:

- test (50%)

- project work (20%)

- participation during the lessons ( 30%)

Missing more than 3 sessions means no signature.

Compulsory literature:

Acklam, R. 2001. Gold Advanced. Harlow: Longman

Jones, Leo: 2000. Progress to proficiency . CUP

Swan, Michael: 1995. Practical English Usage.OUP

Recommended literature:

Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford

University Press.

Pelyvás,I- Szabó, Cs,- Rovny F: 1993. What…horror! Or perhaps delight.Debrecen:

Panoráma nyelvstudió

Course title:

Grammar in Use 1

Neptun code: BTOAN1L02


Modern Philology



Course coordinator (name, position): Töltéssy Zoltán research fellow

Optimal semester:

Year 1, Semester 1

Preconditions: ---

No. of lessons/week:

2 lessons/week

Requirements of accomplishment


report

Credits: 2 Course format (underline): full-time, part-

time

Course objectives:

The aim of this course is to make students get acquainted with the structures and rules of

English grammar. They are encouraged to study grammar intentionally.

The main topics are subsumed under the word category of verb.


Week 1: Present simple and present continuous. Present perfect and past simple Present

perfect and past simple: adverbs used with these tenses

Week 2: Past continuous and past simple. Present perfect and present perfect continuous.

Past perfect and past simple. Past perfect and past perfect continuous

Week 3: Will and going to; shall

Present continuous for the future and going to

Present simple for the future

Week 4: Future continuous

Be to + infinitive, future perfect, and future perfect continuous

The future seen from the past (was going to, etc.)

Week 5: Should and ought to

Will and would: willingness, likelihood and certainty

Will and would: habits, used to

May, might, can and could: possibility

Week 6: Can, could, and be able to: ability

Must and have (got) to

Need(n't), don't have to and mustn't

Permission, offers, etc.

Week 7: Mid–term paper

Week 8: Linking verbs: be, appear, seem; become, get, etc.

Have and have got; have and take

Do and make

Week 9: Forming passive sentences

Using passives

Verb + -ing or to-infinitive: passive forms

Reporting with passive verbs

Week 10: Verbs with and without objects

Verb + to-infinitive or bare infinitive

Verb + to-infinitive or -ing?

Verb + -ing


2 tests

Evaluation:

participation 40 %

test 30 % each


Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press

Swan, Michael. Practical English usage. 3rd

edition, international student’s edition. Oxford :

Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm

ISBN 0-19-442096-5

Greenbaum, Sidney and Quirk, Randolph. A student’s grammar of the English language. 19th

impression. Harlow : Longman, 2006, ©1990. 490 p. ; 23.3 cm

ISBN 0-582-05971-2


Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, New-

York 1994

ISBN 0- 582- 08573- X – PPR

Downing, Angela and Locke, Philip. English grammar : a university course. 2nd

ed. London ;

New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6

Budai L. 1994. English Grammar : Theory and Practice. 5. kiad. Budapest . Nemzeti

Tankönyvkiadó.

Course title:

Descriptive Grammar 1



Modern Philology




Optimal semester:

Year 1, Semester 1

Preconditions: ---


1 lesson/week



report


time

Course objectives:

Besides the skill of applying grammar knowledge, there are two main aims. Firstly, to make

students acquire the vocabulary of technical terms. Secondly, to introduce basis systematic

grammar to students so that they will be able to take part in further linguistic courses

(phonology, syntax, semantics etc). Word categories, verbs, verbals are discussed.


1. Lexical categories

2. The verb

3. Distinctions in verb forms

4. Time and tense

5. Aspects and aspectual verbs

6. Mood and modality

7. Test 1

8. Active and passive voices

9. Infinitives, participles and gerunds

10. Verb + infinitive/gerund /Verb + participle /Test 2


regular attendance

Evaluation:

Participation 40 %

Tests 30 % each


András, L., & Stephanides, M. 1980. Angol leíró nyelvtan. II. Alak- és funkciótan. Egyetemi

tankönyv. Budapest: Tankönyvkiadó.

Graver.D. 1995. Advanced English Practice. 3rd

ed. Oxford: OUP.

Greenbaum, Sidney and Quirk, Randolph. 1997. A student's grammar of the English

language. 11. impr. Harlow : Longman.


Biber, D., Conrad, S., & Leech, G. 2002. Longman Student’s Grammar of Spoken and

Written English. Harlow: Longman.


Tankönyvkiadó.

Quirk, R. , Greenbaum, S., Leech, G. & Svartvik, J. 1985 A Comprehensive Grammar of the

English Language. London, New York: Longman.

Swan, M. 1996. Practical English Usage. Oxford: OUP.

Thomson, A. J. and Martinet, A. V. 1993. A Practical English Grammar. 4th

ed., 10th

impr.

Oxford : OUP.

Course title: Introduction to British History Neptun code: BTOAN1L04


Modern Philology





No. of lessons/week: 1 (lecture) Requirements of accomplishment


report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the British

Isles from the prehistoric time till the turn of the 20th

century. Although England seems to be

the most influential country with rich history, special attention is also placed on the history of

Scotland, Ireland as well as Wales.


1. The Pre-history of the British Isles /The Celts and the Roman invasion

2. The Anglo-Saxon kingdoms

3. The Norman Conquest – William the Conqueror

4. The dark Middle Ages /The Conflict between the English and the Scottish kingdoms

5. The Tudors / The English way of reformation

6. Road to the Civil War

7. The Civil War and the Glorious revolution

8. Great Britain during the Industrial revolution

9. Building an Empire / Victorian England

10. The collapse of the Empire


To pass an oral examination.

Evaluation:

Written examination grading scale: 0-59%: 1

60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Kearney,H. The British Isles. Cambridge: CUP, 1989.

Lyndon,J. The Making of Ireland. Routledge.London, 1998

Morgan,K. Oxford History of Britain. Oxford: OUP, 1993


Lee, S.J. Aspects of British Political History 1914-1995. 1996.

Course title:

Introduction to Phonetics 1



Modern Philology




Optimal semester:

Year 1, Semester 1

Preconditions: ---


2 lessons/week



report


time

Course objectives:

The aim of the practice is for students to acquire and practise the IPA. While hearing sounds

(words, texts), students have to be able to identify and sign the vowels. They have to be able

to observe their own pronunciation, and articulate a vowel intentionally. English and

Hungarian vowels are compared and contrasted.


1 The IPA; useful dictionaries

2 Long and short /i/

3 Long and short /i/

4 /e/~/æ/ sounds

5 /e/~/æ/ sounds

6 Long and short /u/

7 Long and short /o/

8 Writing Test 1

9 Central vowels

10 Diphthongs


2 tests

Evaluation:

participation 40 %

tests 30 % each


András László and Stephanides Károlyné. Phonetics and phonology : [university textbook].

Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8

Pintér Tamás. English phonetics and phonology = Angol fonetika és fonológia. Bp. :

Tankvk., © 1976. pp. 1—56 J 11-890 [tanárképző főiskolai jegyzet]

Roach, Peter. English Phonetics and phonology. 4th edition. Cambridge : Cambridge

University Press, 2009. 242 p.

ISBN-10: 0-521-71740-X


Kovács János és Siptár Péter. Újra angolra hangolva : az angol kiejtés könyve. Budapest :

Helikon Nyelviskola, 2000. 407 p. : ill. ; 23,9 cm ISBN 963-208-569-8

Nádasdy, Tamás. Background to English pronunciation. Budapest : Nemzeti Tankönyvkiadó,

2006.

Wells, J. C. Longman pronunciation dictionary. Harlow : Longman, cop. 1990. 802 p.

ISBN 0-582-05383-8

Course title: Integrated skills 2 Neptun code: BTOAN2L01


Modern Philology



Course coordinator :Láng Viktória




report


time

Course objectives:

The basic aim of the course is to improve the language skills of the student in an integrated,

complex way. The course is built on 4 moduls, each concentrating on one of the four main

speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening

moduls are to improve the general communicative skills of the student, reading and writing

helps in vocabulary extension , creative writing, reading comprehension etc. The course runs

for two semesters and is a requirement for the ‘filter examination’ at the end of the first year.


1-2: Unit 6: Cyronics / Grammar : expression of future

3-4 : Unit 7: ’The future of sport’ / Grammar: reported speech

5-6 Unit 8: ’The ties that bind us’ / Grammar: 'gerund' and the infinitive

7. Test (1)

8. Project work

9-10: Unit 9 : ’Five bizarre tales’/ Grammar: relative clauses


The condition of getting the signature is an active participation during the lessons as well as

pass a testwith a minimum of 60% result.

Evaluation:

- test (50%)

- project work (20%)

- participation during the lessons ( 30%)

Missing more than 3 sessions means no signature.


Acklam, R. 2001. Gold Advanced. Harlow: Longman

Jones, Leo: 2000. Progress to proficiency . CUP

Swan, Michael: 1995. Practical English Usage.OUP


Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford

University Press.

Pelyvás,I- Szabó, Cs,- Rovny F: 1993. What…horror! Or perhaps delight.Debrecen:

Panoráma nyelvstudió

Course title:

Grammar In Use 2



Modern Philology




Optimal semester: 2 Preconditions: ---


2 lessons/week



report


time

Course objectives:

The aim of this course is to make students get acquainted with the structures and rules of

English grammar. They are encouraged to study grammar intentionally.

The main topics are subsumed under the word categories of noun, determiners, pronouns.

Subordinate clauses have to be focussed on and practiced. Existential sentences.


Weeks 1-2 Nouns and compounds

Weeks 3-4 Articles

Weeks 5-6 Determiners and quantifiers

Week 7 Mid–term paper

Week 8 Relative clauses and other types of clause

Week 9 Pronouns, substitution and leaving out words

Week 10 Adjectives


2 tests

Evaluation:

participation 40 %

tests 30 % each


Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press

Swan, Michael. Practical English usage. 3rd

edition, international student’s edition. Oxford :

Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm

ISBN 0-19-442096-5

Greenbaum, Sidney and Quirk, Randolph. A student’s grammar of the English language. 19th

impression. Harlow : Longman, 2006, ©1990. 490 p. ; 23.3 cm

ISBN 0-582-05971-2


Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, New-

York 1994

ISBN 0- 582- 08573- X – PPR

Downing, Angela and Locke, Philip. English grammar : a university course. 2nd

ed. London ;

New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6


Tankönyvkiadó.

Course title: Introduction to English

Linguistics



Modern Philology



Course coordinator (name, position): Judit Szabóné Papp, associate professor

Optimal semester: 2 Preconditions: -



report


time

Course objectives:

The objective of the course is to introduce students into the fields and terminology of

linguistics investigated in detail in their future studies. Topics covered include: the nature of

human language, language universals, grammars: the fields of linguistic research, levels of

language description: classification of speech sounds, morphological terms, word classes,

sentence constituents, syntactic structure and transformations, word and sentence meaning:

componential analysis, the aspects of the sommunication process; language and society:

dialects and the standard; natural and artificial languages: computer and language.


1. The nature of language, universals, types of grammar.

2. Phonetics: consonants

3. Phonetics: vowels

4. Phonology: phonemes and allophones, distinctive features, the syllable.

5. Phonology: phonological and morphophonological rules.

6. Morphology: word classes, classification of morphemes.

7. Morphology: ways of word formation.

8. Syntax: major tasks, the criterion of well-formedness, constituent structure trees, phrase

structure rules, mental lexicon, transformations or movements.

9. Semantics: lexical semantics, homonymy, polysemy, synonymy, antonymy. The

semantic problems of phrases and sentences.

10. Pragmatics: the role of the context, anaphora, speech act theory, presuppositions, deixis.


To write two tests with minimum 60% result, to pass an examination

Evaluation:

Oral examination grading scale: 0-59%: 1

60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Akmaijan, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. 1995. Linguistics. An

Introduction to Language and Communication. (4. kiadás). Cambridge, Mass.: The MIT

Press.

Farmer, A. K. & Demers, R. A. 1996. A Linguistic Workbook. (3. kiadás.). Cambridge,

Mass.: The MIT Press.

Fromkin, V. K. & Rodman, R. 1988. An Introduction to Language. (4. kiadás). New York:

Holt, Rinehart & Winston, Inc.


Cook, V. J. & Newson, M. 1996. Chomsky's Universal Grammar. An introduction.(2.

kiadás). London: Blackwell.

Finegan, E., D. Blair & P. Collins. 1992. Language: Its Structure and Use. Sydney: Harcourt,

Brace & Jovanovich.

Course title:

Introduction to Phonetics 2



Modern Philology




Optimal semester: 2 Preconditions: ---


2 lessons/week



report


time

Course objectives:

Students practise on the basic knowlegde of phonetics and phonology. The International

Phonetic Alphabet is introduced as the most imporant device of signalling sounds. Studying

articulation consists in getting acquainted with the anatomy and physiology of articulatory

organs. The pronunciation of consonants. Classification and characteristation of each

consonant. Pronunciation and spelling.


1 Phonetic symbols of consonants

2 Plosives

3 Plosives

4 Fricatives

5 Fricatives

6 Affricates

7 Test 1

8 Nasals

9 Sound /r/

10 Sound /l/

11 Sounds /j/ and /w/

12 Intonation

13 Intonation

14 Test 2

15 Summary and evaluation


2 tests

Evaluation:

participation 40 %

tests 30 % each


András László and Stephanides Károlyné. Phonetics and phonology : [university textbook].

Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8

Pintér Tamás. English phonetics and phonology = Angol fonetika és fonológia. Bp. :

Tankvk., © 1976. pp. 1—56 J 11-890 [tanárképző főiskolai jegyzet]

Roach, Peter. English Phonetics and phonology. 4th edition. Cambridge : Cambridge

University Press, 2009. 242 p.

ISBN-10: 0-521-71740-X


Kovács János és Siptár Péter. Újra angolra hangolva : az angol kiejtés könyve. Budapest :

Helikon Nyelviskola, 2000. 407 p. : ill. ; 23,9 cm ISBN 963-208-569-8

Nádasdy, Tamás. Background to English pronunciation. Budapest : Nemzeti Tankönyvkiadó,

2006.

Wells, J. C. Longman pronunciation dictionary. Harlow : Longman, cop. 1990. 802 p.

ISBN 0-582-05383-8

Course title: Introduction to American

History



Modern Philology



Course coordinator (name, position): Láng Viktória assistant lecturer




report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the United

States from the discovery of the continent till the turn of the 20th

century. Special focus is

placed on the social development, multiculturalism, development of democracy.


1. The Amerindians

2. Colonization

3. Early Settlements

4. War of Independence

5. The United States of America

6. The early 19th century USA

7. Two directions: South and North

8. The Civil War

9. The Western Frontier 1850-1900 / Reconstruction Era

10. The Rise of Industrial America/ American foreign policy in the 19th century



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Frank T. - Magyarics T. 2000. Handouts for US History. Budapest

McCullough, David : 2006. 1776 .Simon & Schuster

Sellers – May – McMillen, 1992. A Synopsis of American History, Chichago: Ivan R. Dee


Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books

Goodwin , Doris Kearns:2006:Team of Rivals: The Political Genius of Abraham Lincoln.

Simon & Schuster

Course title: Syntax I Neptun code: BTOAN3L01


Modern Philology




Optimal semester: 3 Preconditions: BTOAN2L06



report


time

Course objectives:

The course presents the basic concepts and general principles of syntax, on the basis of

which words form first phrases and then clauses. The objective is to give students an insight

into the characteristics of sentence structure in English and the common ways of sentence

analysis in English linguistics so that they will be able to generate and analyse sophisticated

well-formed sentences and judge the grammaticality of strings of words with confidence. In

this semester, we concentrate on the simple sentence while the complex sentence will

constitute the main topic of the Syntax II. course.


1. The place of syntax in grammar and the major tasks of syntax.

2. The concept and conditions of well-formedness.

3. Basic terminology: sentence, sentence types, clause (main and subordinate), phrase,

constituents.

4. Possible patterns and constituents of the English simple sentence, dependencies, obligatory

and optional constituents.

5. Functional analysis.

6. Constituent structure trees.

7. Verb subcategories from the point of view of sentence structure: transitive, intransitive etc.

verbs and their complements.

8. Prepositional and phrasal verbs: syntactic and semantic differences despite surface

http://www.goodreads.com/author/show/6281688.David_McCullough

http://www.goodreads.com/author/show/1483.Joseph_J_Ellis

similarity.

9. Syntactic and semantic properties and types of simple sentence constituents (subject,

object, complement, adverbial)

10. The structure of the complex NP.


The condition of getting the signature is to pass two tests with minimum 60% results. To pass

an oral examination.

Evaluation:

Oral examination grading scale: 0-59%: 1

60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Burton-Roberts, N.1986. Analysing Sentences. New York: Longman.

Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti

Tankönyvkiadó.

Quirk, R., Greenbaum, S. 1985. A Student’s Grammar of the English Language. London,

New York: Longman.


Haegeman, L.1991. Introduction to Government and Binding Theory. Oxford: Blackwell.

Horrocks, G. 1987. Generative Grammar. Longman Linguistics Library. New York:

Longman.

Radford, A. 1988. Transformational Grammar. Cambridge: CUP.

Course title: English Literature I Neptun code: BTOAN3L02


modern Philology



Course coordinator (name, position): Attila Dósa, senior lecturer




report


time

Course objectives:

This survey course introduces you to the early development of English literature, from the

beginnings to the end of the seventeenth century. By the end of the term you will have gained

knowledge of several important writers including Marlowe, Shakespeare, Donne, Jonson,

and Milton, and will be familiar with the major theoretical and critical terms of the period.


WEEK 1: Introduction to the course

WEEK 2: Medieval Poetry

READINGS: The Wanderer, The Dream of the Rood

WEEK 3: Medieval Drama

READING: Everyman

WEEK 4: Elizabethan Drama

READING: Christopher Marlowe, Doctor Faustus


READING: William Shakespeare, Hamlet


READING: William Shakespeare, King Lear


READING: William Shakespeare, Macbeth

WEEKS 8: Elizabethan Poetry

READINGS: Sir Philip Sidney, Defence of Poesie (extracts)

Sir Thomas Wyatt, ‘The Long Love That In My Thought Doth Harbour’

Henry Howard, Earl of Surrey, ‘Love That Doth Reign and Live Within My Thought’

Sir Philip Sidney, Sonnets no. 1, 3, and 7 from Astrophel and Stella

Edmund Spenser, Sonnets no. 54 and 79 from Amoretti

William Shakespeare, The Sonnets (extracts)

WEEKS 9: Jacobean and Caroline Poetry; The Poetry of the Commonwealth Period

READINGS: John Donne, Sonnet no. 6 (‘Death be not proud…’) from Holy Sonnets,

‘The Good Morrow’, ‘The Canonization’, ‘Love’s Alchemy’, ‘The Flea’

Andrew Marvell, ‘To His Coy Mistress’, ‘The Definition of Love’, ‘The Garden’

Ben Jonson, ‘On My First Son’, ‘To the Memory of My Beloved, the Author Mr

William Shakespeare’

John Milton, Sonnets no. 17 (‘When I consider how my light is spent…’), 18 (‘On the

Late Massacre in Piedmont’), 19 (‘Methought I saw my late espoused saint…’),

Paradise Lost, extracts: Book I

WEEK 10: END-TERM TEST


Please find a list of exam topics and set texts as well as a bibliography of recommended

readings below. Most of the texts will be covered in the seminars and/or lectures but you are

responsible for reading all the texts for the examination. You will be able to access and

download all the relevant primary texts from the course homepage indicated above. You will

also find a Course Reader there which contains all readings (except Shakespeare’s plays),

and a detailed Lecture Notes, which will help you prepare for the examination as well as the

weekly sessions. These documents are password protected. I’ll let you know the passwords in

the first week of teaching.

Evaluation:

The seminar grade will be based on:

- a mid-term and an end-term paper;

- presentations (not more than 5 minutes in length, which will be strictly observed);

- a handout that must accompany your presentation;

- the occasional in-class test that is meant to check up on your reading;

- and finally your contribution to in-class discussion.

Your handout should contain: your name; the title of your presentation; and the precise

indication of your sources (i.e., a bibliography). Late handouts will not be considered. Please

note that only word-processed submissions are acceptable. Please find a list of the required

readings as well as a bibliography of recommended texts below.


Lecture Notes (available for download from the course homepage)

Daiches, David, A Critical History of English Literature, Vol. 1., From the Beginnings to

Milton (London: Mandarin, 1994)

Ford, Boris (ed.), The Pelican Guide to English Literature (London: Penguin, 1982),

Volumes: 2. The Age of Shakespeare, 3. From Donne to Marvell, 4. From Dryden to Johnson

Géher, István, Shakespeare-olvasókönyv: Tükörképünk 37 darabban (Bp: Cserépfalvi, 1993)

Kocztur, Gizella, The History of English Prose in the Eighteenth Century (Bp.: Tankvk.,

1992)

Országh, László, Szöveggyűjtemény a reneszánsz és polgári forradalom korának angol

irodalmából, 1-2. köt. (Bp.: Nemz. Tankvk., 1996)

Pálffy, István and Szilassy Zoltán, English Literature from 1485 to 1660 (Bp.: Nemz.

Tankvk., 1993)

Róna, Éva, A XVIII. század angol irodalma (Bp.: Nemz. Tankvk., 1996)


Bath, Michael, Speaking Pictures: English Emblem Books and Renaissance Culture

(London: Longman, 1994)

Bevis, Richard W., English Drama: Restoration and Eighteenth Century: 1660-1789

(London: Longman, 1992)

Braunmuller, A. R. and Michael Hattaway (eds), The Cambridge Companion to English

Renaissance Drama (Cambridge: Cambridge Univ. Pr., 1995)

Eliot, T. S., Elizabethan Dramatists (London: Faber, 1968)

Fabiny, Tibor, et. al. (eds), A reneszánsz szimbolizmus: Tanulmányok: Ikonográfia,

emblematika, Shakespeare (Szeged: JATEPress, 1998)

Kiss, Attila, The Semiotics of Revenge: Subjectivity and Abjection in English Renaissance

Tragedy (Szeged: JATEPress, 1995)

Leggatt, Alexander, English Drama: Shakespeare to the Restoration 1590-1660 (London:

Longman, 1993)

Lonsdale, Roger (ed.), Penguin History of Literature: Dryden to Johnson (London: Penguin,

1993)

Parry, Graham, The Seventeenth Century: The Intellectual and Cultural Context of English

Literature, 1603-1700 (London: Longman, 1993)

Probyn, Clive T., English Fiction of the Eighteenth Century: 1700-1789 (London: Longman,

1994)

Ricks, Christopher (ed.), English Drama to 1710 (London: Penguin, 1993)

Ricks, Christopher (ed.), Penguin History of Literature: English Poetry and Prose 1540-

1674 (London: Penguin, 1993)

Sambrook, James, The Eighteenth Century: The Intellectual and Cultural Context of English

Literature: 1700-1789 (London: Longman, 1993)

Shepherd, Simon and Peter Womack, English Drama: A Cultural History (Oxford:

Blackwell, 1996)

Spiller, Michael R. G., The Development of the Sonnet: An Introduction (London: Routledge,

1992)

Székely, György, Lángözön: Shakespeare kora és kortársai (Bp.: Európa, 2003)

Szenczi, Miklós, English Drama During the Middle Ages and the Renaissance (Bp.:

Tankvk., 1992)

Szilassy, Zoltán, Sixteenth and Seventeenth Century English Poetry and Prose (Bp.: Tankvk.,

1992)

Trigg, Stephanie (ed.), Medieval English Poetry (London: Longman, 1993)

Trócsányi, Miklós (ed.), Szöveggyűjtemény a reneszánsztól a romantika koráig (Bp.:

Tankvk., 1993)

Waller, Gary, English Poetry of the Sixteenth Century (London: Longman, 1993)

http://www.mfi.uni-miskolc.hu/angol/index.php/renaissance-literature

Course title: Language development projects

1.


Institute hosting the course: MFI



Course coordinator (name, position): Magnuczné dr. Godó Ágnes




report


time

Course objectives: The aim of the course is the integrated development of students’ writing

and presenting skills through topics matching their interest, in a project format. During the

course students explore and represent 2-3 topics in a variety off individual and team work

formats, which provides the opportunity to practise academic essay writing, short

presentation and workshop management.


1. Orientation

2-6. Project 1. Looking for a job

Topics:

How to write a CV and a cover letter?

How to prepare for and behave at a job interview?

The ideal employee (company homepage analysis)

The ideal company (company homepage analysis)

Activity 1: Short presentation

Aspects: Structuring a short talk, visualising information, presenting in the

form of free talk

Activity 2: Writing a contextualised CV and cover letter

http://www.mfi.uni-miskolc.hu/angol/index.php/renaissance-literature

7-9. Project 2. Online life

Topics:

Internet language

What are online communities good for?

Internet privacy?

Activity 1: Workshop

Aspects: Designing a framework and visualising it in a prezi format,

designing activities, using questions

Activity 2: Writing an argumentative essay

10. Closing


(presentation, test, essay etc.)

Attendance (max. 2 absences) and participation, 2 essays, 2 oral presentations

Evaluation:

(representation of assignments and participation in the final grade, grading scale)

The final grade is the composite of

- participation (10%)

- oral presentations (20-20%)

- essays (25-25%).


(min. 3)

1. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.

2. Jordan, R. R. (1999). Academic writing course. Harlow: Longman.

3. Magnuczné Godó, Á. (2003). Presentation skills. A training course for effective

professional communication. Miskolc: Bíbor Kiadó.


(min. 3)

1. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:

Longman.

2. Szabó, K. (1997). Kommunikáció felsőfokon. Budapest: Kossuth Kiadó.

3. Williams, E. C. (2008). Presentations in English. London: Macmillan

Course title: British History and Culture Neptun code: BTOAN3L04


Modern Philology







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Course objectives:

The Course deals with the History of Great Britain in the 20th century. It is not simply a

historical overview but also follows the development of the modern British society as well as

the institutions. Students will get a picture on how the government, the legal system or the

welfare system was established. Therefore historically the course also goes back to previous

centuries.


1. The Country and the People- change and stability

2. Government and politics I.

3. Law and the legal system I.

4. Education

5. The Welfare system I.

6. The economy; Work and Money

7. The Press , Radio and Television

8. Religion

9. Wales, and Scotland

10. Northern Ireland, The Republic of Ireland



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Egedy G. Nagy-Britannia története. Aula, Budapest, 1998.

O’Morgan, Kenneth. People’s Peace, OUP, Oxford, 1990.

Oakland, J. British Civilization. Routledge, London, 2003.


Bromhead, P. Life in Modern Britain. Longman, London, 1986.

Course title: Introduction to Applied

linguistics









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Course objectives: The aim of the course is to introduce i). the definition and scope of

applied linguistics, ii). language as a psychological, social, cultural and pragmatic

phenomenon, and iii) the main fields of applied linguistics that explore the different facets of

language construction and use in a multi-disciplinary way.


1. Orientation What is language? Different definitions

2. The origins of language, human and animal language

3. Pragmatics 1. The functions of language, the context of communication

4. Pragmatics 2. Speech Act theory and the Gricean Maxims

5. Language, thought and culture , The Whorfian Hypothesis and its criticism

6. Language and society: sociolinguistic perspectives

7. Theories of first and second language acquisition,

8. Personal and contextual factors influencing language learning and acquisition

9. The age factor in language learning

10. Test 2.



Attendance (max. 2 absences) and participation, 1 test, 1 oral presentation on a chosen topic

Evaluation:




- oral presentation (20%)

- test (60%).

Grading scale for the tests (%):

100-90: 5

89-77: 4

76-64: 3

63-51: 2

50-0: 1


(min. 3)

1. Brown, H.D. (2000). Principles of language learning and teaching. White Plains,

NY: Addison Wesley Longman.

2. Coupland, N. & Jaworski, A. (1997). Sociolinguistics. London: Macmillan.

3. Simigné Fenyő, S. (2002). Bevezetés az alkalmazott nyelvészeti terminológiába.

Miskolc: Start Kiadó.

4. Wardhaugh, R. (1994). Investigating language. Oxford, UK., Cambridge, USA:

Blackwell.


(min. 3)

4. Crystal, D. (1992). (Ed.). The encyclopaedia of language and linguistics. Oxford:

Pergamon Press.

5. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

University Press.

6. Gósy, M. (1999). Pszicholingvisztika. Budapest: Corvina.

7. Kenesei, I. (szerk). (2011). A nyelv és a nyelvek. Budapest: Akadémiai Kiadó.

Course title: Syntax II Neptun code: BTOAN4L01


Modern Philology







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Course objectives:

The course focusses on the detailed study of the types of composite sentences (subordination

and coordination) and phenomena discernible in both simple and composite sentences: e.g.

focussing devices. The basics of one of the most important linguistic theories, generative

grammar, are also discussed.


1. Complex sentences: possibilities of classification.

2. Complex sentences: restrictive, non-restrictive and sentential relative clauses.

4. Complex sentences: adverbial clauses (time, cause/reason, purpose and result clauses).

3. Complex sentences: conditional clauses.

4. Compex sentences: other types of adverbial clauses.

5. Coordination.

6. Apposition.

7. The information structure of the English sentence: topic and focus.

8. Extraposition, cleft and pseudo-cleft sentences

9. Emergence of generative grammar, its basic concepts, competence and performance, levels

of adequacy of grammar.

10. The Standard Theory model and its components: the lexicon and phrase structure rules.

Transformations, deep and surface structure.Transformations and the semantic component.


To pass two tests, to contribute actively to classes.

Evaluation:

Written test grading scale: 0-50%: 1

51-64%: 2

65-79%:3

80-89%:4

90-100%: 5


Burton-Roberts, N.1986. Analysing Sentences. New York: Longman.

Graver, B.D. 1986. Advanced English Practice. Oxford: OUP.

Horrocks, G. 1987. Generative Grammar. Longman Linguistics Library. New York:

Longman.


Haegeman,L.1991. Introduction to Government and Binding Theory. Blackwell, Oxford.

Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Budapest: Nemzeti

Tankönyvkiadó.

Radford, A. 1988. Transformational Grammar. CUP, Cambridge.

Course title: English Literature II: The

Eighteenth and Nineteenth Centuries



Modern Philology



Course coordinator :Attila Dósa, senior lecturer




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Course objectives:

This module introduces you to British literature in the 18th

and 19th

centuries, with special

attention to the great works of English Romanticism. By the end of the course you will have

gained knowledge of several important writers including Wordsworth, Coleridge, Keats,

Mary Shelley and the Brontë sisters, and will be familiar with the major theoretical and

critical terms of the period. Moreover, you will have an opportunity to develop and practise

various skills and abilities, including: identifying and analysing an abstract problem; flexible

and creative thinking; developing a complex argument; accuracy and clarity of expression in

writing and speaking; textual analysis; computing skills; and general intellectual awareness.


WEEK 1 Introduction. Romanticism: The Term and the Period

WEEK 2 William Blake’s Early Poetry

READINGS: A selection of poems from Songs of Innocence and Songs of Experience by

William Blake: ‘Introduction’, ‘The Lamb’, ‘The Chimney Sweeper’, ‘Holy Thursday’,

‘Nurse’s Song’ from Songs of Innocence; ‘Introduction’, ‘The Tyger’, ‘The Chimney

Sweeper’, ‘Holy Thursday’, ‘Nurse’s Song’, ‘London’ from Songs of Experience

WEEK 3 The First Generation of English Romantic Poetry: Wordsworth

READINGS: A selection of poems by Wordsworth: ‘We Are Seven’, ‘Tintern Abbey’, ‘She

dwelt among…’, ‘A slumber did my spirit seal…’, ‘I wandered lonely…’, ‘Sonnet:

Composed upon Westminster Bridge’

WEEK 4 The First Generation of English Romantic Poetry: Samuel Taylor Coleridge

READINGS: Excerpts from the ‘Preface’ to Lyrical Ballads by Wordsworth and a selection

of Poems by Coleridge: ‘Kubla Khan’, ‘Frost at Midnight’, and The Rime of the Ancient

Mariner

WEEK 5 Jane Austen and the Novel of Manners

READING: Austen, Pride and Prejudice

WEEK 6 The Second Generation of English Romantic Poetry: Byron and Shelley

READINGS: Poems by Byron: ‘When we two parted…’, ‘She walks in beauty…’,

‘Darkness’, excerpts from Childe Harold’s Pilgrimage. Poems by Shelley: ‘Ozymandias’,

‘Sonnet: England in 1819’, ‘Ode to the West Wind’.

WEEK 7 The Second Generation of English Romantic Poetry: John Keats

READINGS: Poems by Keats: ‘Sonnet: When I have fears…’, ‘La Belle Dame Sans Merci’,

‘Ode on a Grecian Urn’, ‘Ode to a Nightingale’, ‘To Autumn’; and excerpts from The Letters

(on ‘Negative Capability’).

WEEK 8-9 Romantic Fiction: Mary Shelley

READING: Mary Shelley, Frankenstein, or The Modern Prometheus

WEEK 10 Victorian Fiction: Emily Brontë

READING: Emily Brontë, Wuthering Heights


Below please find a list of the set texts as well as a bibliography of recommended readings.

You will be able to access and download most of the primary sources from the course

homepage indicated above. It is strongly advised that you regularly visit the course

homepage, where you will also find links to relevant articles, criticism, images, lecture notes,

and other sources. It will be taken for granted that you will have familiarised yourselves with

the online material before you come to class. I recommend that you consult these sources

when you revise the material for the two term papers. The online material as well as the

secondary reading will be regarded as part of the course material.

Examination Topics:

1. Romanticism: the term and the period

2. Metaphors and symbols in Blake’s Songs of Innocence and Songs of Experience

3. Wordsworth’s poetic theory as explained in his Preface to Lyrical Ballads

4. The idea of childhood and children in Wordsworth’s poems (‘We Are Seven’, ‘Tintern

Abbey’)

5. Perceptions of nature in Wordsworth’s poems (‘I wandered lonely’, ‘Tintern Abbey’,

‘Westminster Bridge’)

6. Metaphors and symbols in Coleridge (‘Kubla Khan’)

7. The supernatural in Coleridge (‘The Rime of the Ancient Mariner’)

8. Romance and realism in Scott’s Waverley

9. Scott’s political views in Waverley

10. Social pressures and moral independence in Austen’s Pride and Prejudice

11. Romanticism and sentimentalism in Austen’s fiction

12. The concepts of Byronism and the Byronic hero (Childe Harold)

13. Byron’s lyrical poems (‘When We Two Parted’, ‘She Walks in Beauty’)

14. Shelley’s romantic radicalism (‘Ozymandias’, ‘England in 1819’, ‘Ode to the West

Wind’)

15. Shelley’s perception of nature (‘Ode to the West Wind’)

16. Main characters and their relationships in Mary Shelley’s Frankenstein

17. Mary Shelley’s Frankenstein as a gothic tale

18. Mary Shelley’s Frankenstein as a novel of ideas

19. Keats’s ‘theory’ of poetry: Negative Capability (The Letters)

20. Keats’s great odes (‘To Autumn’, ‘Ode to a Nightingale’, ‘Ode on a Grecian Urn’)

21. Art and life in Keats’s poems (‘When I have fears’, ‘La Belle Dame…’, ‘Ode on a

Grecian Urn’)

22. Romantic and realistic features in Charlotte Brontë’s Jane Eyre

23. Main characters and their relationships Charlotte Brontë’s Jane Eyre

24. Tennysons’s ballads (‘The Lady of Shalott’)

25. Tennyson’s dramatic monologues (‘Ulysses’, ‘The Lotos-Eaters’)

26. Browning’s dramatic monologues (‘My Last Duchess’, ‘Fra Lippo Lippi’, ‘Andrea del

Sarto’)

Evaluation:

Assessment will be based on regular written assignments; occasional vocabulary tests;

quizzes testing your reading; and an examination. More than three missed classes may mean

‘no signature’; failure to pass any of the above assignments means a failure of this course.

You will find Study Questions at the beginning of each chapter in your Lecture Notes. These

Study Questions contain questions and/or quotes that will help you identify and discuss the

major issues we are going to deal with in the classroom. You will be expected to bring your

answers to the sessions.


Course Reader and Lecture Notes (available for download from the course homepage)

Abrams, M.H. et al. (eds.), The Norton Anthology of English Literature, 5th

edn (New York:

Norton, 1987) AIT

Ford, Boris (ed.), The Pelican Guide to English Literature. Vol. 5: From Blake to Byron

(London: Penguin, 1982) AIT

Ford, Boris (ed.), The New Pelican Guide to English Literature. Vol. 6: From Dickens to

Hardy (London: Penguin, 1991) AIT, KLM C140.190

All poems and essays which are collected in the Course Reader, but they are of course also

available in several other anthologies (see below). You are expected to read the following

novels (all of them are available in the English Departmental Library in several copies, but of

course you are strongly encouraged to purchase your own copy):

Austen, Jane, Pride and Prejudice (London: Penguin, 1994)

Brontë, Charlotte, Jane Eyre (London: Penguin, 1994)

Scott, Sir Walter, Waverley (London: Penguin, 1985)

Shelley, Mary, Frankenstein or The Modern Prometheus (London: Penguin, 1992)


Bertha, Csilla, English Literature in the Nineteenth Century and in the First Half of the

Twentieth (Bp.: Nemz. Tankvk., 1998)

Chapman, Raymond, Forms of Speech in Victorian Fiction (London: Longman, 1994)

Chase, Cynthia (ed.), Romanticism (London: Longman, 1993)

Gilmour, Robin, The Victorian Period: The Intellectual and Cultural Context of English

Literature: 1830-1890 (London: Longman, 1994)

Day, Aidan, Romanticism (London: Routledge, 2002)

Daiches, David, A Critical History of English Literature, Vol. 2., The Restoration to the

Present Day (London: Mandarin, 1994)

Kelly, Gary, English Fiction of the Romantic Period: 1789-1830 (London: Longman, 1993)

MacBeth, George, Victorian Verse: A Critical Anthology (London: Penguin, 1986)

Péter, Ágnes (ed.), Angol romantika: Esszék, naplók, levelek (Bp.: Kijárat, 2003)

Pirie, David B. (ed.), Penguin History of English Literature: The Romantic Period (London:

Penguin, 1994)

Pollard, Arthur (ed.), Penguin History of Literature: The Victorians (London: Penguin, 1993)

Raimond, Jean and J. R. Watson (eds), A Handbook to English Romanticism (Houndmills:

Macmillan, 1995)

Richards, Bernard, English Poetry of the Victorian Period 1830-1890 (London: Longman,

1993)

Richards, Bernard (ed.), English Verse 1830-1890 (London: Longman, 1994)

Séllei, Nóra, Lánnyá válik, s írni kezd: 19. századi angol írónők (Debrecen: Kossuth Egy. K.,

1999)

Szegedy-Maszák, Mihály, Kubla kán és Pickwick úr: Romantika és realizmus az angol

irodalomban (Bp.: Magvető, 1982)

Trócsányi, Miklós, Szöveggyűjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Wheeler, Michael, English Fiction of the Victorian Period: 1830-1890 (London: Longman,

1994)

http://www.mfi.uni-miskolc.hu/angol/index.php/romanticism

Course title: Language development projects

2.









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Course objectives: The course has two basic objectives. On the one hand, it introduces the

process and basic requirements of Anglo-American academic writing through 4 interrelated

written assignments, which are based on a topic of personal choice and include a personal

problem proposing essay, a source summary, a summary and analysis of a small scale

interview or questionnaire study, as well as a research report integrating all these written

pieces. In this approach the students will have the opportunity to practise different writing

skills such as brainstorming and organising ideas, collecting data from different sources,

processing data, documenting sources, drawing valid conclusions and editing drafts. As the

four written pieces are interconnected, each serves as a draft for a larger ongoing writing task

enabling the student writers to experience writing as a process as well.

The other main task of the course is to further develop presentation skills through preparing

and presenting an interactive talk connected to the topic of the written assignment. Special

attention will be paid to chosing and problematising the topic, highlighting the original

contribution of the presenter as well as to visualising and interacting with the audience.


1.- 3. Orientation

Choosing and focusing the topic

What makes a good topic?

How to identify a problem to be explored? (title analysis)

Expressing viewpoints: subjective and objective argumentation

Creating structure in speech and writing

PERSONAL ESSAY

TALK 1: JUSTIFYING AND EXPLORING A PROBLEM

4.- 5. Finding and evaluating sources

Summarising techniques, acknowledging sources

http://www.mfi.uni-miskolc.hu/angol/index.php/romanticism

SUMMARY OF 2 RELATED SOURCES

TALK 2: INTRODUCING AND ANALYSING SOURCES

6. -7. Exploring opinions: interview and questionnaire

Summarising and visualising outcomes

SUMMARY OF OPINIONS

PREZI SUMMARY

8.-10. Pulling the threads together

Thesis and research questions

When to quote and what

Self-editing and peer review techniques

RESEARCH REPORT

POWER POINT SUMMARY

Course requirements: Attendance (max. 2 absences) and participation, submitting 4 written

assignments, completing a presentation


Evaluation:




- 4 written assignments (4˟15%)

- presentation and self-evaluation (30%).


(min. 3)

5. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:

Longman.

6. Magnuczné Godó, Á. (2002). Written communication from a cross-cultural

perspective. Miskolc: Phare-Bíbor Kiadó.



8. Magnuczné Godó, Á. (2002). Project work. Miskolc: Phare-Bíbor Kiadó.

9. Williams, E. C. (2008). Presentations in English. London: Macmillan.


(min. 3)

1. Comfort, J. (1995). Effective presentations. Oxford: OUP.

2. Godefroy, C. H. & Barrat, S. (1999). Confident public speaking. London: Piatkus.

3. Jones, L. (2000). New international business English. Cambridge: CUP.

4. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.

5. Jordan, R. R. (1999). Academic writing course. Harlow: Longman.


Course title: American Literature 1 Neptun code: BTOAN4L04


Course type: Compulsory, compulsory

optional, optional

Course coordinator: Dr. Harry Bailey, Assistant Lecturer

Optimal semester: 4/S Preconditions: BTOAN2L06

No. of lessons/week: 2 (seminar) Requirements of accomplishment


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Course objectives: We will be concentrating on American literature up through World War I.

We will look at a sampling of poetry, short stories, and novels as we try to get both an

overview of American literature and familiarize ourselves with some representative and

interesting works. One focus in reading these stories will be to see how they reflect American

history and society.


Week 1: Introduction

Week 2: Harriet Beecher Stowe, Slave Narratives

Week 3: Mark Twain, Ambrose Bierce

Week 4: Stephen Crane, Jack London

Week 5: Kate Chopin, E. A. Poe

Week 6: Charlotte Perkins Gilman, Emily Dickinson

Week 7: Willa Cather, E. A. Robinson

Week 8: Ernest Hemingway

Week 9: William Faulkner

Week 10: In-class review

Course requirements: Class participation, reading journal, take-home test, lead one

discussion, weekly quizzes and worksheets.

Evaluation: Class participation (40%), quizzes/worksheets (20%), in-class review (20%),

reading journal (20%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing

more than 3 sessions means no signature.


Bierce, Ambrose. “An Occurrence at Owl Creek Bridge”

Gilman, Charlotte Perkins. “The Yellow Wallpaper”

Hemingway, Ernest. “The Short Happy Life of Frances Macomber”


McQuade, D. et al., eds. Harper American Literature: Single Volume. 3rd edition. New

York: Harper, 1998.

Van Spackeren, Kathryn. Outline of American Literature. US Information Agency.

Virágos Zsolt. Portraits and Landmarks: American Literary Culture in the 19th Century.

Debrecen: IEAS Debrecen, 2003.

Course title: American History and Culture Neptun code: BTOAN4L05


Modern Philology





http://fiction.eserver.org/short/occurrence_at_owl_creek.html

http://web.archive.org/web/20081026180517/http:/etext.lib.virginia.edu/toc/modeng/public/GilYell.html

http://www15.uta.fi/FAST/US1/REF/macomber.html

http://www.amcorners.kz/archive/Publications_EN/Outline_of_American_Literature_EN.pdf



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Course objectives:

The Course deals with the History of the United States in the 20th century. It is not simply a

historical overview but also follows the development of the modern American society,

multiculturalism as well as the institutions. Students will get a picture on how the

government, the legal system or the welfare system was established. Therefore historically

the course also goes back to previous centuries.


1. The Country and the People- change and stability

2. Government and politics I.

3. Law and the legal system I.

4. Education

5. The Welfare system I.

6. The economy; Work and Money

7. The Press , Radio and Television

8. Religion

9. Melting pot or salad bowl?

10. Test


The condition of getting the signature is a presentation on a choosen topic as well as to pass

a tests with minimum 60% results.

Evaluation:



- presentation 40%

- test papers 40%

- participation 20%


FRANK, T. - MAGYARICS T. Handouts for US History. Panem, Budapest, 1999.

O’CALLAGHAN, O. An Illustrated History of the US. Longman, Harlow,1990.

Pennington, Joanne, 2007.Modern America 1865 to the Present: Hodder Headline group

publishing co


Haley, Alex. 1987. The Autobiography of Malcolm X.Ballantine Books

Course title: English Literature III Neptun code: BTOAN5L01


Modern Philology







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Course objectives:

The course will introduce you to the development of English literature in the first half of the

20th

century, with special attention to the great works of Modernism. You will learn about the

important theories and critical terms of the period. You will read some critical essays, so you

will have an opportunity to contrast practical criticism with theoretical approaches during the

discussion of the particular works. Moreover, you will have an opportunity to develop and

practise various skills and abilities, including:

- identifying and analysing an abstract problem;

- flexible and creative thinking;

- developing a complex argument;

- accuracy and clarity of expression in writing and speaking;

- textual analysis;

- computing skills;

- and general intellectual awareness.


WEEK 1

INTRODUCTION TO THE COURSE. MODERNISM: DOUBTS AND DEFINITIONS

READING: pp. 2195-2204 from the Norton Anthology

WEEK 2

‘THE LETTER KILLETH…’

READINGS: Thomas Hardy, Tess of the d’Urbervilles; ‘Hap’, ‘The Darkling Thrush’, ‘The

Voice’, ‘During Wind and Rain’, ‘In Time of the “Breaking of Nations”’

WEEK 3

‘FICTITIOUS MORALS’.

READINGS: G. B. Shaw, Mrs Warren’s Profession OR Oscar Wilde, The Importance of

Being Earnest

WEEK 4

‘THE HORROR! THE HORROR!’

READINGS: Joseph Conrad, Heart of Darkness

WEEK 5

‘THINGS FALL APART’

READINGS: W. B. Yeats, ‘The Lake Isle of Innisfree’, ‘Adam’s Curse’, ‘No Second Troy’,

‘The Wild Swans at Coole’, ‘Easter 1916’, ‘The Second Coming’, ‘A Prayer for My

Daughter’, ‘Sailing to Byzantium’

WEEK 6

‘A SYMBOL OF SOMETHING’

READINGS: James Joyce, ‘Araby’, ‘Eveline’, ‘The Dead’ from Dubliners

WEEK 7

‘A MIND THINKING’

READINGS: Virginia Woolf, Mrs Dalloway; ‘Modern Fiction’

WEEK 8

‘A HEAP OF BROKEN IMAGES’

READINGS: T. S. Eliot, The Waste Land; ‘Tradition and the Individual Talent’

WEEK 9

‘…BUT THE SPIRIT GIVETH LIFE’

READING: E. M. Forster, A Room with a View

WEEK 10

CONCLUSIONS AND EVALUATION


Below please find a list of the set texts as well as a bibliography of recommended readings.

Moreover, you will be able to access and download most of the primary sources from the

course homepage indicated above and in the Course Reader. It is strongly advised that you

regularly visit the course homepage, where you will also find updated links to relevant

articles, criticism, images, lecture notes on some occasion, and other sources. It will be taken

for granted that you will have familiarised yourselves with the online material before you

come to class. The online material as well as the secondary reading will be regarded as part

of the course material.

Examination topics:

1. Symbols and allegories in Hardy’s Tess of the d’Urbervilles

2. Hardy’s agnosticism, fatalism and pessimism in Tess of the d’Urbervilles

3. Pessimism in Hardy’s poetry (‘Hap’, ‘The Darkling Thrush’…)

4. G.B. Shaw’s social criticism (Mrs Warren’s Profession)

5. Wilde’s paradoxes and his implied social criticism (The Importance of Being Earnest)

6. Symbols and allegories in Conrad’s Heart of Darkness

7. Main characters and narrative structure in Conrad’s Heart of Darkness

8. Nature and civilisation in Conrad’s Heart of Darkness

9. Yeats’s political views (‘Easter 1916’)

10. Yeats’s vision of history (‘The Second Coming’)

11. Yeats’s love poetry (‘No Second Troy’, ‘The Wild Swans at Coole’…)

12. Realism and symbolism in Joyce’s short stories (‘Araby’, ‘Eveline’, ‘The Dead’)

13. Dublin as a model of human existence in Joyce’s fiction (‘Araby’, ‘Eveline’, ‘The

Dead’)

14. Woolf’s theory of fiction (‘Modern Fiction’)

15. Characters and narrative technique in Woolf’s Mrs Dalloway

16. Eliot’s concept of literary tradition (‘Tradition and the Individual Talent’)

17. Religion, rites and rituals in Eliot’s The Waste Land

18. Eliot’s dramatic monologues (‘The Love Song of J. Alfred Prufrock’)

19. Main characters and their relationships in Forster’s A Room with a View

20. Allusions to classical mythology in Forster’s A Room with a View

Evaluation:

The assessment will be based on occasional in-class tests, attendance and and exam. You will

find weekly Study Questions in the Lecture Notes. These are questions and/or quotes that

will help you identify and discuss the major issues we are going to deal with in the

classroom. You will be expected to answer these questions and bring your work to the

classroom as your answers will be checked regularly.



Abrams, M.H. et al. (eds.), The Norton Anthology of English Literature, 5th

edn (New York:

Norton, 1987)

Levenson, Michael (ed.), The Cambridge Companion to Modernism (Cambridge: CUP,

1999)


Abrams, M. H., (gen. ed.), The Norton Anthology of English Literature (New York: Norton,

2000)

Allison, Alexander W. (ed.), The Norton Anthology of Poetry (New York: Norton, 1983)

Allott, Kenneth (ed.), English Poetry: 1918-60 (London: Penguin, 1982)

Báti, László, Kristó-Nagy István (ed.), Az angol irodalom a huszadik században (Bp.:

Gondolat, 1970)

Bertha, Csilla, English Literature in the Nineteenth Century and in the First Half of the

Twentieth (Bp.: Nemz. Tankvk., 1998)

Bloom, Clive (ed.), Literature and Culture in Modern Britain, Vol. I: 1900-1929 (London;

New York: Longman, 1993),

Brooker, Peter, Modernism / Postmodernism (London: Longman, 1992)

Cantor, Norman F., Twentieth-Century Culture: Modernism to Deconstruction (New York:

Lang, 1988)

Childs, Peter, Modernism (London: Routledge, 2000)

Daiches, David, A Critical History of English Literature, Vol. 2., The Restoration to the

Present Day (London: Mandarin, 1994)

Ford, Boris (ed.), The New Pelican Guide to English Literature: Vol. 7: From James to Eliot

(London: Penguin, 1983)

Ford, Boris (ed.), The New Pelican Guide to English Literature: From Dickens to Hardy

(London: Penguin, 1991)

Hewitt, Douglas, English Fiction and the Early Modern Period 1890-1940 (London:

Longman, 1992)

Levenson, Michael (ed.), The Cambridge Companion to Modernism (Cambridge: CUP,

1999)

Massa, Ann, Alistair Stead (eds.), Forked Tongues?: Comparing Twentieth-century British

and American Literature (London; New York: Longman, 1994)

McCormick, Peter, Modernity, Aesthetics and the Bounds of Art (Ithaca, Cornell University

Press, 1990)

McHugh, Heather, Broken English: Poetry and Partiality (London: Univ. Pr. of New

England, 1993)

Parkes, Adam, Modernism and the Theater of Censorship (Oxford, OUP, 1996)

Sarbu, Aladár (ed.), Könyörgés nyilvános költészetért: Tanulmányok, esszék, vitairatok a

harmincas évek szocialista angol irodalmából (Bp.: Európa, 1986)

Somlyó, György, "Modernnek kell lenni mindenestül!" (Bp: Magvetõ, 1979)

Trócsányi, Miklós, Szöveggyûjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Trotter, David, The English Novel in History, 1895-1920 (London: Routledge, 1993)

Williams, Linda R (ed.), The Twentieth Century: A Guide to Literature from 1900 to the

Present Day (London: Bloomsbury, 1992) AIT

http://www.mfi.uni-miskolc.hu/angol/index.php/20th-century-british-lit-1




optional, optional


Optimal semester: 5/F Preconditions: BTOAN4L06



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Course objectives: This semester we will be focusing on American literature from World

War I up to the present day. We will be reading two novels and a play, as well as a sampling

of short stories and some poems. One focus in reading these stories will be to see how they

reflect American history and society.


Week 1: Introduction—Whitman, Hughes, Ginsberg

Week 2: Bernard Malamud, Philip Roth

Week 3: Flannery O’Connor

Week 4: James Baldwin, Ralph Ellison

Week 5: Joyce Carol Oates

Week 6: John Updike, John Cheever

Week 7: The Great Gatsby

Week 8: Toni Morrison, Raymond Carver

Week 9: Amy Tan, Maxine Hong Kingston

Week 10: Test

Course requirements: Class participation, take-home test, lead one discussion, weekly

quizzes/worksheets.

Evaluation: Class participation (40%), quizzes/worksheets (30%), take-home test (30%).

100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions

means no signature.


O’Connor, Flannery. “A Good Man Is Hard To Find”.

Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004.

Morrison, Toni. “Recitatif’.


Abádi Nagy, Zoltán. Válság és komikum: A hatvanas évek amerikai regénye (Elvek és utak).

Budapest: Magveto, 1982.

Ford, Boris ed. The New Pelican Guide to English Literature 9: American Literature.


http://pegasus.cc.ucf.edu/~surette/goodman.html

http://linksprogram.gmu.edu/tutorcorner/NCLC495Readings/Morrison_recitatifessay.doc.pdf

Harmondsworth:Pelican , 1991.

Ruland, Richard and Malcolm Bradbury. From Puritanism to Postmodernism: A

History of American Literature. New York: Penguin, 1991

Course title: Culture of the English Speaking

countries



Modern Philology



Course coordinator (name, position): Láng Viktória assistant lecturer




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Course objectives:

These courses are designed to provide background information to the formation of

contemporary British society and culture.

The ’ Culture of the English Speaking Countries’ will start and finish with the consideration

of the Union: its historical development and the way in which the diverse regions of the UK

are united today.

The course will focus on the geography, culture as well as social developments of the

countries of the United Kingdom as well as the Irish Republic, however it will also give on

overview on those countries, which geographically are not part of the British Isles but still

have strong connections -cultural, political or economical- with the UK (e.g. the USA,

Canada, Australia, the Commonwealth countries etc.)

Issues to be considered will include the funding of the arts, the traditional view of art as

opposed to the post-modernist perspective, the cinema traditions in Britain.

The course will provide details on the areas of the media (quality vs. popular papers,

television etc.).


1. 1. English as a world language

American English

Canadian English

2. The USA

American institutions ( government, politics etc.)

Relationship between Britain and the USA

3. Canada

Geography of Canada

Political Institutions of Canada

4. The Australian legend

Geography and life in Australia

Political institutions of Australia

5. New Zealand

Facts about New Zealand

The British Commonwealth

6. Scotland

Scotland and the Scottish people

The legal system, the Kirk of Scotland, the Scottish Parliament

Wales

Geography and the people of Wales, traditions

Video

7. Ireland

The Irish Identity

Facts about Northern Ireland about the Republic of Ireland

8. The British Society

Basic changes in the British Society since 1945

20th

Century arts in Britain

9. The Commonwealth

The present and the past of the British Commonwealth

10. Test


The condition of getting the signature is a presentation on a choosen topic as well as to pass

a tests with minimum 60% results.

Evaluation:



- presentation 40%

- test paper 40%

- participation 20%


Brian Friel: Translations

Frank McGuinness: Observe the Sons of Ulster Marching Towards the Somm

John McGrath: The Cheviot, the Stag and the Black, Black Oil


Sked,A. – Cook.C.1993.Post War Britain. Penguis books, London

Foster.R.1989. The Oxford History of Ireland.OUP, Oxford

Kearny,E.-Kearny,M.-Crandall,J.1984.The American Way.Prentice Hall Regents

Marwick A. 1995. British Society since 1945. Penguin, London

Rickhard, J.1989.Australia. A Cultural History. Longman,London

Szaboné Papp Judit. 2002. English as a World Language. Bibor Kiadó

Ward.R.1981. The Australian Legend.OUP, Oxford

Course title:

Sociolinguistics Neptun code: BTOAN5L04

Institute hosting the course:

Department of English Language and

Literature



Course coordinator (name, position): Dr. Molnár Erzsébet, senior lecturer




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Course objectives:

This course introduces basic concepts, findings, issues and research methods in

sociolinguistics as they relate to second and foreign language issues. Two questions will be

revisited: 1) What is the role of regional and social variation in the teaching, learning, and

use of second and foreign languages? and 2) How does our understanding of the social

meanings produced in language inform language teaching, learning, and use? The lectures

will examine topics that are relevant to learning/teaching, such as the role of language policy

in teaching and learning of languages, the relationship between identity and language

learning, the process of language socialization, the role of power and privilege in language

teaching/learning/use, the nature of linguistic variation in first/second language varieties, and

the politics of teaching English as an international language. The key concepts are: target

language , standard language , native speaker, motivation , and language proficiency , and

how these ideas relate to more contemporary concepts such as linguistic and social identity ,

competent language user , investment , appropriation , localization , and legitimacy.

Detailed course programme/week:

1. The social study of language

2. The ethnography of speaking and the structure of

3. Locating variations in speech

4. Styles, gender, and social class

5. Bilinguals and bilingualism

6. Societal multilingualism

7. Applied sociolinguistics

8. Conclusions

9-10. Readings



Test, essay, presentation

Evaluation: 1-5



(min. 3)

Hall, J. K. 2002. Teaching and researching language and culture . London:

Longman/Pearson.

Holmes, J.(1992): An Introduction to Sociolinguistics. London and New York: Longman

Ricento,Thomas (ed.)2005. An introduction to language policy:Theory and method. Malden,

MA: Blackwell.

Wardhaugh, R.(1993): An Introduction to Sociolinguistics. Blackwell Publishers, UK.


(min. 3)

Hudson, R.A. (1980): Sociolinguistics. Cambridge: Cambridge University Press.

Kiss, J. (1996): Társadalom és nyelvhasználat. Bp: Nemzeti Tankönyvkiadó.

http://210.46.97.180/zonghe/book/73-%E7%89%9B%E6%B4%A5%E8%AF%AD%E8%A8%80%E5%AD%A6%E5%85%A5%E9%97%A8%E4%B8%9B%E4%B9%A6%E2%80%94%E7%A4%BE%E4%BC%9A%E8%AF%AD%E8%A8%80%E5%AD%A6-%E4%B8%8A%E6%B5%B7%E5%A4%96%E8%AF%AD%E6%95%99%E8%82%B2%E5%87%BA%E7%89%88%E7%A4%BE-Bernard%20Spolsky/unit01.htm







http://210.46.97.180/zonghe/book/73-%E7%89%9B%E6%B4%A5%E8%AF%AD%E8%A8%80%E5%AD%A6%E5%85%A5%E9%97%A8%E4%B8%9B%E4%B9%A6%E2%80%94%E7%A4%BE%E4%BC%9A%E8%AF%AD%E8%A8%80%E5%AD%A6-%E4%B8%8A%E6%B5%B7%E5%A4%96%E8%AF%AD%E6%95%99%E8%82%B2%E5%87%BA%E7%89%88%E7%A4%BE-Bernard%20Spolsky/Conclusions.htm

http://210.46.97.180/zonghe/book/73-%E7%89%9B%E6%B4%A5%E8%AF%AD%E8%A8%80%E5%AD%A6%E5%85%A5%E9%97%A8%E4%B8%9B%E4%B9%A6%E2%80%94%E7%A4%BE%E4%BC%9A%E8%AF%AD%E8%A8%80%E5%AD%A6-%E4%B8%8A%E6%B5%B7%E5%A4%96%E8%AF%AD%E6%95%99%E8%82%B2%E5%87%BA%E7%89%88%E7%A4%BE-Bernard%20Spolsky/Readings.htm

Kontra, M. (1999): Közérdekű nyelvészet. Budapest: Osiris Kiadó.

Spolsky, B. (1998): Sociolinguistics. Oxford: OUP

Course title: Discourse analysis









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Course objectives: The course aims to introduce the basics of discourse analysis through the

investigation of the different layers of text organisation. Through an interdisciplinary

approach, students acquire an understanding of grammatical and lexical cohesion, the

thematic and rhetorical organisation of texts, the representation of social actors, as well as the

potential of critical discourse analysis. All this is embedded in the framework of genre

analysis.


1. Orientation, discussing project

2. What makes a text? Cohesion and coherence

3. Grammatical and lexical cohesion

4. Thematic structure, Rhetorical structure

5. Representation of social actors

6. Critical discourse analysis

7. The concept of genre, Aspects of genre analysis

8. Test 2.

9. Presentation of projects

10. Closing



Attendance (max. 2 absences) and participation, 1 test, 1 oral presentation introducing the

genre features of a chosen text

Evaluation:




- oral presentation (10%)

- test 1 (40%)

- test 2 (40%).

Grading scale for the tests (%):

100-90: 5

89-77: 4

76-64: 3

63-51: 2

50-0: 1


(min. 3)

1. Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: CUP.

2. Connor, U. & Johns, A. M. (Eds.). (1990). Coherence in writing. Arlington, VA:

TESOL.

3. Halliday, M. A. K. (1994). An introduction to functional grammar. London,

Melbourne, Auckland: Edward Arnold.

4. Swales, J. (1990). Genre analysis: English in academic and research settings.

Camnridge: CUP.


(min. 3)

1. Coulthard, M. (Ed.). (1994). Advances in written text analysis. London, New York:

Routledge.

2. Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis.

London: Routledge.

3. Hunston, S. & Thompson, S. (Eds.) (2001). Evaluation in text. Oxford: OUP.

4. Ventola, E. Mauranen, A. (Eds.). (1996). Academic writing: Intercultural and textual

issues. Amsterdam, Phil: John Benjamins.

Course title: English Literature IV Neptun code: BTOAN6L01


Modern Philology







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Course objectives:

This module introduces you to the general development of British fiction, drama and

poetry in the second half of the 20th century. The course aims to illustrate variety of

thematic, stylistic and linguistic concerns of literature written in the British Isles after the

war. Rather than giving a detailed analysis of the period, the course will encourage

students to explore the period further and open up their own perspectives to other texts

and art works. By the end of the course you will have gained knowledge of several

important writers including Anthony Burgess, William Golding, and John Osborne, and

will be familiar with the major theoretical and critical terms of the period. You will get an

insight into problems related to language and class consciousness, regional and national

identities, and discriminations based on gender or racial origins in contemporary

literature written in the British Isles.


WEEK 1: INTRODUCTION

WEEK 2: ANTI-UTOPIA

George Orwell, Nineteen Eighty-Four; Anthony Burgess, A Clockwork Orange

WEEK 3: FANTASY

J.R.R. Tolkien, The Lord of the Rings

WEEK 4: “ANGRY YOUNG MEN” DRAMA

John Osborne, Look Back in Anger

WEEK 5: “ANGRY YOUNG MEN” FICTION

Kingsley Amis, Lucky Jim; Alan Sillitoe: ‘The Loneliness of the Long-Distance Runner’

WEEK 6: THEATRE OF THE ABSURD

Samuel Beckett, Endgame; Harold Pinter, The Birthday Party

WEEK 7: SCOTTISH FICTION I

Muriel Spark, The Prime of Miss Jean Brodie

WEEK 8: THE ALLEGORICAL NOVEL

William Golding, Lord of the Flies

WEEK 9: POST-MODERN DRAMA

Tom Stoppard, Rosencrantz and Guildenstern Are Dead

WEEK 10: POST-MODERN FICTION

John Fowles, The French Lieutenant’s Woman


WEEK 12: MAGIC REALISM

Salman Rushdie, Midnight’s Children

WEEK 13: SCOTTISH FICTION II

Irvine Welsh, Trainspotting



You will find a list of suggested topics below. It is strongly advised that you regularly visit

the course homepage, where you will find links to relevant articles, criticism, interviews,

images and other sources. The online material reading will be regarded as part of the course

material. The biographies of the individual writers will be regarded as common knowledge.

You can download a detailed Course Description and Lecture Notes for your own use from

the course homepage.

Evaluation:

Assessment will be based on: presentations; handouts; other written submissions; in-class

tests; and finally your participation and attendance. More than three missed classes may

result in denying your signature at the end of the course. The study questions at the end of

each chapter in your Lecture Notes will contain questions and/or quotes that will help you

identify and discuss the major issues we are going to deal with in the classroom. You will be

expected to fill them in and bring them to the classroom as they will be checked regularly.



Bényei, Tamás, Az ártatlan ország: Az angol regény 1945 után (Debrecen: Kossuth

Egyetemi Kiadó, 2003)

Bradbury, Malcolm, The Modern British Novel (London: Penguin, 1993) (


Báti, László and Kristó-Nagy István (eds), Az angol irodalom a huszadik században (Bp.:

Gondolat, 1970) 2 kötet

Bradbury, Malcolm, The Modern British Novel (London: Penguin, 2001)

Day, Gary and Brian Docherty (eds), British Poetry from the 1950s to the 1990s: Politics and

Art (London: Macmillan, 1997)

Dodsworth, Martin (ed.), The Twentieth Century (London: Penguin, 1994)

Ford, Boris (ed.), The New Pelican Guide to English Literature, Vol. 8.: From Orwell to

Naipaul (London: Penguin, 1995)

Gregson, Ian, Contemporary Poetry and Postmodernism: Dialogue and Estrangement

(London: Macmillan, 1996)

Kermode, Frank, History and Value (Oxford: Clarendon, 1990)

Kiberd, Declan, Inventing Ireland: The Literature of the Modern Nation (London: Vintage,

1996)

Kocztur, Gizella (ed.), An Anthology of Criticism Concerning the History of Modern British

and American Drama (Bp.: Tankvk., 1992)

Massa, Ann and Alistair Stead (eds), Forked Tongues?: Comparing Twentieth-century

British and American Literature (London: Longman, 1994)

McHugh, Heather, Broken English: Poetry and Partiality (Hanover: Wesleyan Univ. Pr.;

London: Univ. Pr. of New England, 1993)

Pálffy, István, Az új angol dráma, mint a "valóság drámája" (Bp.: Akad. K., 1978)

Pálffy, István, English Drama in the 20th Century (Bp.: Nemz. Tankvk., 1993)

Williams, Linda R. (ed.), The Twentieth Century: A Guide to Literature from 1900 to the

Present Day (London: Bloomsbury, 1992)





optional, optional


Optimal semester: 6/S Preconditions: BTOAN4L06



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Course objectives: The course takes a look at 20th century American literature through the

lense of the movie industry. Students will be introduced to the techniques and terminology of

translating literary works into visual art. Students will be familiarized with various literary

works from various genres—chosen both for the quality of their film adaptations as well as

their representations of particular genres, including horror, science fiction, and detective—

and the problems developing from adapting the written word into viusal images.


Week 1: Introduction

Week 2: The Shining

Week 3: The Big Sleep

Week 4: The Big Sleep

Week 5: Blade Runner

Week 6: Blade Runner

Week 7: Rear Window


Week 8: Rear Window

Week 9: No Country for Old Men

Week 10: No Country for Old Men

Course requirements: Class participation, one academic paper, one film review, test.

Evaluation: Class participation (30%), academic paper (30%), film review (20%), test (20%).

100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions

means no signature.


Chandler, Raymond. The Big Sleep. (1938) London: Penguin, 2004.

Dick, Philip K. Do Androids Dream of Electric Sheep? New York: Del Rey Books, 1968.

Kesey, Ken. One Flew Over the Cuckoo’s Nest. (1962) London: Penguin, 2003.


Bluestone, George. Novels into Film. (1957) Baltimore: Johns Hopkins UP, 2003

Bordwell, David. Narration in the Fiction Film. Madison, WI: U of Wisconsin, 1985.

Hutcheon, Linda. A Theory of Adaptation. New York: Routledge, 2006.

Course title: Language acquisition









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Course objectives: The aim of the course is to introduce the main theories of first and second

language acquisition with special attention to the differences between the two processes.

These differences might arise from the age factor, personality features, context , as well as

linguistic, cognitive and socio-cultural background, which will be discussed in detail.


1. Orientation

2. Theories of first language acquisition: Nature or nurture?

3. Critical period in first language acquisition: Evidence from deaf signers and

language learners, and from aphasia studies, Extreme social isolation, Genie

4. Variables in FLA: Intelligence, extroversion, gender, family context

5. Theories of second language acquisition: Reviewing the variables, Krashen’s

Input Hypothesis and its criticism, MacLaughlin’s and Long’s theories

6. Critical period in second language acquisition: Neurological, cognitive,

psycho-motor considerations, affective, contextual and linguistic factors

7. Bilingualism

8. Personality factors

9. Cognitive variables

10. Group dynamics



Attending min. 50% of lectures, signature, exam

Evaluation: Grade is to be given on the basis of an oral exam


(min. 3)

1. Brown, H.D. (2000). Principles of language learning and teaching. White

Plains, NY: Addison Wesley Longman.

2. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

University Press.

3. Lightbown, P. & Spada, N. (2006). How languages are learnt. OUP: Oxford.


(min. 3)

1. Gósy, M. (1999). Pszicholingvisztika. Budapest: Corvina.

2. Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation. Pearson

Education Ltd.

Course title:

Contrastive Linguistics



Modern Philology






2 lessons/week



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Course objectives:

The aim of the course is to make students aware of the facts that (1) the source language and

the target language cannot be connected mechanically and (2) teaching a foreign language

must be based on an in-depth knowledge of the mother tongue. Students have to read course

books as many as possible so as to be able to have a wide scope of problematic points.


Weeks 1—2 Nouns, noun phrases; pre- and post-modification

Weeks 3—4 Adjectival phrases

Weeks 5—6 Verb phrases, valency and transitivity

Weeks 7—8 Tenses (English perfects and Hungarian verbal prefixes/igekötők); auxiliaries;

sequence of tenses

Weeks 9—10 Verbals; infinitives and gerunds


regular attendance, a comparative study of a grammatical point

Evaluation:

participation 50 %

essay 50 %


Bognár, Joseph G. 2000. Contrastive study of Hungarian and English languages : with

particular attention to some conflict-points Hungarian students of English face : tenses,

sequence of tenses and different verbal structures. [Pécs] : Pro Pannónia Kiadói Alapítvány.

170 p. (Pannónia tankönyvek, ISSN 1417-6637) ISBN 963-9079-59-6

Budai László. 1979. Grammatikai kontrasztivitás és hibaelemzés az alap- és középfokú

angolnyelv-oktatásban. Budapest : Tankönyvkiadó. 213 p. ISBN 963-17-3950-3

Budai László. 2007. Élő angol nyelvtan : rendszeres kontrasztív grammatika sok példával.

Budapest : Osiris Kiadó. 751 p. (Osiris könyvek, ISSN ---) ISBN 978-963-389-968-7


James, Carl. Contrastive analysis. Harlow : Longman, 1993. 209 p.

ISBN 0-582-55370-9

Bozai Ágota (szerk.). 1993. Rendszeres angol nyelvtan = Systematic English grammar. [Bp.]

: Ma Könyvkiadó. 952 p. : ill. ; 23.5 cm ISBN 963-7554-32-7

Keresztes, László. 1992. A practical Hungarian grammar. [Debrecen] : Debreceni Nyári

Egyetem. 173 p. (Hungaro lingua, ISSN ---) ISBN 963-471-841-8

Course title: Presentation skills









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Course objectives: This course aims to revise the main techniques and components of an

effective presentation, as well as provide practice opportunities to polish these skills. After

the general topics of the previous language development projects courses, now we shall put

emphasis on working with academic content. The key skills will include processing and

analysing academic sources, representing the features of a semi-academic style and

argumentative rhetoric, visualising information, matching content to audience background

and expectations, handling questions.


1. Orientation

2. Choosing the topic: matching personal and audience requirements and limitations

3. Building up the talk: a dialogue between source - presenter

4. Bringing it closer: a dialogue between audience – presenter

5. Visualising

6. Workshop techniques

7.-10. Presentations



Attendance (max. 3 absences) and participation, submitting the written documentation of a

presentation, making a presentation, submitting a self-evaluation and evaluations of two

other presenters.

Evaluation:



- presentation (60%)

- self-evaluation (10%)

- evaluation of two other presenters (10-10%).

Presentation checklist

Content and organisation

The presentations should

1) be informative,

2) have a recognisable structure (intro, thematic components, conclusion),

3) contain aspects of analysis (comparison/contrast, evaluation, etc.),

4) be signposted,

5) contain interest elements (stories, surprising, facts, etc.).

Language and style

The presenter should

1) speak clearly and loud enough,

2) use the necessary thematic vocabulary confidently,

3) have appropriate and consistent style,

4) speak freely, without relying excessively on notes.

Visuals

The visuals should be

1) easy to see,

2) relevant,

3) well integrated into the speech,

4) the backbone of the speech.

Body language


1) keep eye contact,

2) use her/his hands to accompany the message,

3) have confident posture,

4) occupy the space.

Interaction with the audience


1) initiate conversation/activity with the audience,

2) react to the audience’s contributions,

3) use rhetorical questions and directives to direct the audience’s attention.


(min. 3)




3. Williams, E. C. (2008). Presentations in English. London: Macmillan.


(min. 3)

1. Comfort, J. (1995). Effective presentations. Oxford: OUP.

2. Godefroy, C. H. & Barrat, S. (1999). Confident public speaking. London: Piatkus.

3. Jones, L. (2000). New international business English. Cambridge: CUP.

Course title:

Language Pedagogy Neptun code: BTOAN7L01



Literature

Course type (underline):

Compulsory, compulsory optional, optional

Course coordinator (name, position): Dr. Molnár Erzsébet senior lecturer


No. of lessons/week:2 Requirements of accomplishment


report


time

Course objectives:

By the end of the term trainees will be expected to have reached a satisfactory knowledge of:

how to introduce new material; stages in language learning/teaching; forms of practice;

command of basic skills and knowledge of techniques; ability to plan lessons; command of

some basic classroom management skills; understanding possible alternative directions in

teaching; necessary terminology; setting up interaction activities.


1. Introduction; requirements, compulsory and suggested literature,

2. Warmers, ice-breakers

3. Teaching Vocabulary; The Importance of Dictionaries; Teaching Phonetic Transcription;

4. Presenting Structures; Inductive Versus Deductive Ways; Correction; Stages of practice

5. Classroom Management. The Role of the Teacher

6. Teaching writing

7. Teaching listening

8. Teaching communication

9. Teaching reading

10. Test



test, presentation

Evaluation:1-5



(min. 3)

Brown, H.D. (2007): Teaching by Principles. Longman.

Harmer, J. (2001). (3rd ed.). The Practice of English Language Teaching. Harlow: Longman

Ur, P. (2001): A Course in Language Teaching. CUP.


(min. 3)

Allwright,D. & Bailey, K.M. (1991): Focus on the Language Classroom. CUP.

Cohen, L., Manion, L. and Morrison, K. (1998). (4th ed.). A Guide to Teaching Practice.

London: Routledge.

Cook, V. (2001): Second Language Learning and Language Teaching. Hodder Education.

Harmer, J. (2007). (2nd ed.). How to Teach English. Harlow: Longman

Sárosdy, J., Farczádi, B. T., Poór, Z. and Vadnay, M. (2006) Applied Linguistics I. for BA

Students in English. Budapest: Bölcsész Konzorcium

Course title: Varieties of English Neptun code: BTOAN7L02


Modern Philology




Optimal semester: 7 Preconditions: BTOAN6N06



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time

Course objectives:

The objective of the course is to give students insight into the major geographical and

sociolinguistic varieties of the lingua franca of our age: English so that they will be able to

cope with and teach students who use a variety different from Standard British English due to

different reasons (staying abroad for a longer period, student exchange programmes, etc.)

Topics to be covered include the major geographical varieties of English with special

attention to the phonological, lexical, syntactic and pragmatic features of American English

as well as social varieties, the relationship of language and gender and ESP.


1. Introduction: overview of possible language varieties: regional, temporal, social, etc.

2-3. Geographical varieties: dialects. Dialect atlases and isoglosses.

4-5. Geographical varieties: American English – British English. Canada, Australia, India,

Africa. Pidgin and creole.

6. Sociolects: Cockney, Estuary English.

7. Ethnolects: African American Vernacular English.

8. Language and gender.

9. ESP: legal English.

10. The language of politics, the media and advertisements.


Active participation in classes, home assignment, one test.

Evaluation:


51-64%: 2

65-79%:3

80-89%:4

90-100%: 5


Crystal, D. 1995. The Cambridge Encyclopedia of the English Language. Cambridge:

Cambridge University Press.

Jenkins, J. 2009. World Englishes. 2nd edition. London and New York: Routledge.

Szabóné, P. J. 2002. English as a World Language. The Language on the Speakers of

which the Sun Never Sets. An Advanced English Language Course in British and Irish

Cultural Studies. Miskolc: Bíbor Kiadó.


Bell, A. 1991. The Language of the News Media. Oxford: Blackwell.

Coates, J. 1993. Women, Men and Language. London: Longman.

Mascull, B. 1995. Collins Cobuild Key Words in the Media. Collins Cobuild Educational.

Course title:

Contrastive Error Analysis



Modern Philology






2 lessons/week



report


time

Course objectives:

The course is based on practice. Lists of ungrammatical sentences are drawn up, mistakes are

focussed upon, motivation is explored. Methods with the help of which mistakes can be

corrected.


1 Verb forms; tenses

2 Aspects

3 Modal auxiliaries

4 Word order

5 Relative clauses, verbal clauses

6 Reported speech

7 Reported speech

8 Sequence of tenses

9 Countable and uncountable nouns

10 Determiners

11 Adjectives

12 Adverbs

13 False friends

14 Pronunciation and spelling

15 Summary and evaluation


regular participation, compilation of mistakes, essay

Evaluation:

participation 20 %

essay 80 %


Bognár, Joseph G. Contrastive study of Hungarian and English languages : with particular

attention to some conflict-points Hungarian students of English face : tenses, sequence of

tenses and different verbal structures. [Pécs] : Pro Pannónia Kiadói Alapítvány, 2000. 170 p.

(Pannónia tankönyvek, ISSN 1417-6637)

ISBN 963-9079-59-6

Budai László. Grammatikai kontrasztivitás és hibaelemzés az alap- és középfokú angolnyelv-

oktatásban. Budapest : Tankönyvkiadó, 1979. 213 p.

ISBN 963-17-3950-3

Budai László. Angol hibaigazító : : segédkönyv az angol nyelvi hibák megelőzéséhez és

kijavításához. Budapest : Corvina, cop. 2002. 271 p.

ISBN 963-13-5218-8


Bozai Ágota (szerk.). 1993. Rendszeres angol nyelvtan = Systematic English grammar. [Bp.]

: Ma Könyvkiadó. 952 p. : ill. ; 23.5 cm

ISBN 963-7554-32-7

Keresztes, László. 1992. A practical Hungarian grammar. [Debrecen] : Debreceni Nyári

Egyetem. 173 p. (Hungaro lingua, ISSN ---)

ISBN 963-471-841-8

Budai László. Élő angol nyelvtan : rendszeres kontrasztív grammatika sok példával.

Budapest : Osiris Kiadó, 2007. 751 p. (Osiris könyvek, ISSN ---)

ISBN 978-963-389-968-7

Doughty, Susan and , Geoff. Problem English = : Angol nyelvi hibakalauz : a practical

guide for Hungarian learners of English. 3. kiad. Budapest : Tankönyvkiadó, 1985. 159 p.

ISBN 963-17-8265-4

Course title: Age factor









report


time

Course objectives: The aim of the course is to provide an overview of the age related factors

(neurological, psychomotor, cognitive, affective, linguistic and contextual) that influence

first and second language acquisition and learning. The central and widely debated theory of

the topic is the Critical Period Hypothesis, which will be examined on the basis of different

research projects and results. An important aspect of the approach applied in the course is for

the students to recognise that age-related developments mean advantages and disadvantages

for all age groups, which should be taken into account in language teaching.


1. Orientation

2. The critical period hypothesis – overview

3. Research on young learners - overview

4. Individual variation in young learners

5. Effective teaching practices

6. The role of cognitive variables

7. Success and failure in adult FLA

8. Helping late starters

9. Test

10. Closing



Attendance (max. 2 absences) and participation, 1 test

Evaluation:



- test (80%)


(min. 3)

1. Brown, H.D. 2000. Principles of Language Learning and Teaching. White Plains,

NY: Addison Wesley Longman.

2. Ellis, R. 1996. The Study of Second Language Acquisition. Oxford: Oxford

University Press.

3. Nikolov, M. (Ed.). 2009. The age factor and early language learning. Mouton de

Gruyter.


(min. 3)

1. Csapó, B. 2003. Cognitive factors of the development of foreign language

skills.Paper presented at the 10th Biennial Conference of the European

Association for Research on Learning and Instruction, Padova, Italy, August, 26-

30.

2. Ioup, G., Boustagui, E., Tigi, M. E. & Moselle, M. 1994. Reexamining the

Critical Period Hypothesis: A Case Study of Successful Adult SLA in a

Naturalistic Environment. Studies in Second Language Acquistion, 16, 1, 73-98.

3. Jacobs, B. & Schumann, J. 1992. Language Acquistion and the

Neurosciences: Towards a More Integrative Perspective. Applied Linguistics, 13,

3, 282-301.

4. Nikolov, M. & Horváth, J. (2006). UPRT 2006. Empirical studies in English

applied linguistics. Pécs: Lingua Franca Csoport.

5. Schleppegrell, M.1987. The older language learner. The National Teaching

and Learning Forum. http://www.ntlf.com/html/lib/bib/87-9dig.htm

Course title: Linguistic rights in foreign

language teaching









report


time

Course objectives: The course provides an overview of the linguistic rights issues raised by

teaching English as a Lingua Franca. We shall discuss the question of shaping the language

thereby creating a „global English” and the role of native and non-native speakers in this

process, and explore the role and validity of cultural, ethical, and rhetorical norms conveyed

by ELT in different contexts of international communication. The problem of linguistic

discrimination in language teaching and academic life will also be introduced, together with

the resulting critical pedagogical approaches. Finally, students will be encouraged to draw

conclusions about the relevance of ELF pedagogy in ELT, and make an inventory of new

linguistic and interactional strategies that should characterise a competent non-native

speaker.


1. Orientation

2. English as a global language

- Global world – global communication – global language

- English as a world language: historical, political, economic and cultural perspectives

- Why not Esperanto, Chinese or Spanish?

- Who owns the language?

3. Native and non-native speakers of English

- English as a Foreign Language or English as a Lingua Franca?

- Kachru’s (1988) and Emmerson’s (2006) circles

4. ELF features

- Jenkins’s (2007) minimal requirements

- Who owns the language? David Crystal’s talks

5. Hungarian learners of English: aims, competences and norms

6. Different languages – different minds?

- Linguistic relativism vs. universalism

- The role of intellectual traditions and education

7. Linguistic imperialism and alternative pedagogies

- “Global English” vs. “linguistic ecology” (Phillipson, 2005)

- Pedagogical misconceptions (Kontra, 1997)

- Alternative pedagogies

8. Linguistic rights

- Plurilingualism and multilingualism

- Changing FLL strategies in Europe

9. The English classroom: a mini Britain/USA, culturally neutral area or the area of

fight for equal rights?

10. Test



Attendance (max. 3 absences) and participation, 2 tests, 1 essay

Evaluation:



- tests (30-30%)

- essay (30%).


(min. 3)

4. Seidlehofer, B. (2011). Understanding English as a Lingua Franca. Oxford:

OUP.

5. Emerson, P. (2006). L3 and the new inner circle. IATEFL circular.

associates.iatefl.org/pages/materials/voicespdf/gi11.pdf

6. Illés, É. (2013). Az angol mint lingua franca – új nyelvpedagógiai kihívás.

Modern Nyelvoktatás, 19, 1-2, 5-16.

7. Jenifer, J. (2006). Current perspectives on teaching world Englishes and

English as a Lingua Franca. TESOL Quarterly, 40, 1, 157-181.


(min. 3)

1. David Crystal on global English

https://www.youtube.com/watch?v=tLYk4vKBdUo

https://www.youtube.com/watch?v=0XT04EO5RSU

https://www.youtube.com/watch?v=YJ29zDW9gLI

https://www.youtube.com/watch?v=_IJk5Tzh8jM

2. Einhorn, Á. (2012). Nyelvtanításunk eredményessége nemzetközi tükörben. Modern

Nyelvoktatás, 18, 3, 22–34.

3. Kontra, M. (1997). Angol nyelvi és kulturális imperializmus és magyar tanárképzés.

Modern Nyelvoktatás, 3, 3, 3-14.

http://elteal.ieas-szeged.hu/wp-content/uploads/2010/03/MNYO_1997.pdf

4. Kontráné, H. E. & Csizér, E. (2011). Az angol mint lingua franca a szaknyelvet

tanuló egyetemisták gondolkodásában. Modern Nyelvoktatás, 17, 2-3, 9-25.

https://www.youtube.com/watch?v=tLYk4vKBdUo

https://www.youtube.com/watch?v=0XT04EO5RSU

https://www.youtube.com/watch?v=YJ29zDW9gLI



5. Krumm, H. J. (2004). Language policies and plurilingualism. In: B. Hufeisen & G.

Neuner (Eds.), The Plurilingualism Project:Tertiary Language Learning –German

after English. Bachernegg, Kapfenberg: Council of Europe Publishing (pp. 35-50).

http://archive.ecml.at/documents/pub112E2004HufeisenNeuner.pdf

6. Phillipson, R. (2005). English: a lingua franca or an Anglo-American Frankenstein?

4th Annual Lecture on Language and Human Rights. University of Essex.

private/essex.ac.uk/~patrickp/lhr/lhrlectureRPnov05.ppt

7. Phillipson, R. (2007). English, no longer a foreign language in Europe? In: J.

Cummins & C. Davison (Eds.), International handbook of English language teaching

(pp. 123-136). New York: Springer.

8. White, R. (1997) Going round in circles: English as an International Language, and

cross-cultural capability. http://www.rdg.ac.uk/AcaDepts/cl/CALS/circles.html

Course title: Intercultural Communication Neptun code: BTOAN8L03




Course coordinator (name, position): Dr. Lénárt Levente associate professor

Optimal semester: 8 Preconditions: BTOAN6N06



report


time

Course objectives: The subject focuses on the concept of culture, the history of intercultural

communication. The students learn the basic concepts of the subject, the dimensions of

intercultural communication; the concepts elaborated by Hall, Klukholn, Hofstede,

Trompenaars, the challenges of communication between cultures and stereotypes of culture.


1. Introduction to intercultural communication studies

2. The history of intercultural communication research

3. Schools of intercultural communication (Hall, Hofstede, Kluckhohn, Trompenaars)

4. Proxemics

5. National dimensions

6. Masculine – feminine cultures

7. Spatial and temporal dimensions of culture

8. The relation of culture and civilization

9. The relation of culture and communication; dimensions of cultural differences

10. Test



Evaluation:

Attendance: 60%

Closing exam test: 40%

50% - 0 – 23 –- failure

60% - 24 – 27 –- pass

70% - 28 – 31 –- average

80%- 32 – 35 –- good

http://archive.ecml.at/documents/pub112E2004HufeisenNeuner.pdf

90% - 36 – 40 – excellent



1. Falkné dr. Bánó, K. 2001. Kultúraközi kommunikáció. Budapest: Püski

2. Hofstede, G. 1994. Cultures and Organisations, Software of the Mind. London:

HarperCollins

3. Lénárt L.. 2007. Intercultural communication in Interkulturális tanulmányok

Miskolci Egyetem

(min. 3)


1. Kluckhohn, F.K. 1976.Variations in Value Orientations, Westport, CT: Greenwood

Press.

2. Gudykunst, W. 1992 Readings on Communication with Strangers. McGraw-Hill..

3. Trompenaars, F. 1995 Riding the Waves of Culture, London: Nicholas Brealey

Publishing,.

(min. 3)

Course title: Semantics Neptun code: BTOAN9L01


Modern Philology




Optimal semester: 9 Preconditions: -



report


time

Course objectives:

The course covers the following topics: the relationship of syntax and semantics in 20th

century linguistic theories: Saussure, structuralism, generative models, case grammar,

cognitive linguistics. Semiotic models: language as the device of communication, non-verbal

communication. The nature of the linguistic sign. The relationship of the linguistic sign and

the world. Types and structure of meaning: lexical and grammatical meaning, denotation and

connotation, emotive content, componential analysis, changes of meaning. Meaning and

morphological structure: suffixation, compounding, syntagmatic and paradigmatic relations

in the lexicon, semantic fields, idioms, homonymy, polysemy, hyponymy, hypernymy,

antonymy. Cognitive semantics: the relationship of meaning and form, motivation,

categorisation, gestalt, category types, idealised cognitive models, prototypes, image

schemata, metaphorical extension.


1. The place and role of semantics in linguistics.

2. The relationship of syntax and semantics in 20th century linguistic theories.

3. Theories and types of meaning.

4. Lexical semantics: denotation, sense and reference, homonymy, polysemy, synonymy.

5. Full and empty word forms, lexical and grammatical meaning, natural and cultural classes.

6. Componential analysis.

7. Meaning postulates.

8. The problems of sentence meaning: propositional content, truth conditions. Topic and

focus. The relationship of sentence, utterance and proposition.

9. Composite sentences and propositions: conjunction, disjunction, implication and negation.

10. Semantics and pragmatics: speech act theory, locution and illocution. The role of the

context.


To pass two tests and participate actively in classes.

Evaluation:


51-64%: 2

65-79%:3

80-89%:4

90-100%: 5


Langacker, R.W. 1987, 1991. Foundations of Cognitive Grammar I-II. Stanford: Stanford

University Press.

Lyons, J. 1995. Linguistic Semantics: An Introduction. Cambridge: CUP.

Wierzbicka, A. 1996. Semantics: Primes and Universals. Oxford: Oxford University Press.


Cherchia, G. & McConnell-Ginet, S. 1990. Meaning and Grammar: An Introduction to

Semantics. Cambridge, MA: MIT Press.

Course title:

Language Teaching Perspectives 1. Neptun code: BTOAN9L02



Literature







report


time

Course objectives:

The main objectives of the semester are to relate applied linguistic research to classroom

practice; to know more about the process of second language learning and language teaching;

to understand the goals of language teaching and how teaching methods and techniques

work. It aims to give reasons for learning languages, shows motivational differences;

discusses the psychology of learning; deals with the teachers’ roles (native and non-native

teachers), the individual learner differences, and the material, the roles and components of

effective practice, It explores how the components of the learning situation (group dynamics,

learner variables, teacher roles) influence the learning process.


1. Teacher roles and components of effective practice

2. Dimensions of the teaching process

3. Classroom observations, researches

4. Relation of students’ personaliy and language learning process

5. Students’ cognitive and affective features

6. Sociobiology of language learners

7. Key components of the language learning process

8. Language learning theories

9. Autonomy and cooperation

10. Closing



Test, presentation

Evaluation:1-5



(min. 3)

Bárdos, J.(2000): Az idegen nyelvek tanításának elméleti alapjai és gyakorlata

Harmer, J. (2001): The Practice of English Language Teaching. Harlow, Essex: Longman 1..

Medgyes, P. 1999. The non- native teacher. Ismaning: Macmillan.

Tanner, R&Green, C. 1998. Tasks for teacher education. Harlow, Essex: Longman.


(min. 3)

Lewis,M.-Hill,J. (1992): Practical Techniques for Language Teaching.Hove,LTP Ur,

P.(1999): A Course in Language Teaching - Practice and Theory. CUP

Wright, T. 1987. Roles of teachers and learners. Oxford: Oxford University Press.

Course title:

Testing Neptun code: BTOAN9L03



Literature



Course coordinator (name, position): Dr. Molnár Erzsébet, senior lecturer




report


time

Course objectives: This course introduces basic concepts, findings, issues and research

methods of testing the basic language skills (listening, speaking, reading, writing) and

language content, pronunciation, grammar, vocabulary. The course will examine topics that

are relevant to measure the level of language knowledge and deals with the international

terminologies of testing.

Detailed course programme/week:

1. The basic concept of testing; Types of tests

2. Building and developing tests

3. Testing pronunciation

4. Testing grammar

5. Testing vocabulary

6. Testing listening

7. Testing reading

8. Testing speaking

9. Testing writing

10. Closing, test-writing



Test, presentation

Evaluation: 1-5



(min. 3)

Bárdos, Jenő (2002): Az idegen nyelvi mérés és értékelés elmélete és gyakorlata. Budapest:

Nemzeti Tankönyvkiadó

Bachnan, L.F-Palmer,A.S. (1996): Language Testing in Practice. Oxford: OUP Weir, C.J.

(1990): Communicative Language Testing. Englewood Cliffs, London: Prentice-Hall.


(min. 3)

Read, J. (2000): Assessing Vocabulary. Cambridge: CUP.

Buck, G.(2001): Assessing Listening. Cambridge: CUP.

Alderson, J.C. (2000): Assessing Reading. Cambridge: CUP.

Course title:

Language Teaching Perspectives 2. Neptun code: BTOAN10L01



Literature







report


time

Course objectives:

The aims of the courses are to show a growing awareness in thinking about language

pedagogy as an interdisciplinary applied science that can provide a framework to create an

integrative theory and methodology of language learning and acquisition. They include and

offer a wide variety of topics: the psychology of teaching foreign languages; the theory and

practice of selecting, grading, and communicating language content in the language learning

process; the developement of simple and complex language skills; error correction and

feedback; language testing and examination techniques; curriculum design and evaluation,

the interpretation and evaluation of teaching materials, materials design and pedagogical

technology; personality factors; motivation; learning styles and strategies; non-verbal

communication; a historical progression of language teaching methods.


1. Developing students’ personality

2. Monitoring and ading students’ groups and cooperation

3. Planning the pedagogical process

4. Improving students’ abilities, skills

5. Developing the competenicies of life-long learning and motivation

6. Organising and directing the learning process

7. Different tools of the pedagogical assessment

8. Self-training and commitment for improvement

9. Using video and computer int he language classes

10. Closing



Test, presentation

Evaluation: 1-5



(min. 3)

Brown, H.D. 2000. Principles of language learning and teaching. White Plains, NY: Addison

Wesley Longman

Cohen, L., Manion, L. and Morrison, K. (1998). (4th ed.). A Guide to Teaching Practice.

London: Routledge.

Harmer, J. (2001). (3rd ed.). The Practice of English Language Teaching. Harlow: Longman


(min. 3)

Brown, H.D.(1994): Teaching by Principles. Englewood: Prentice Hall

Little, D. (1991): Learner Autonomy. Dublin: Authentic

Stern, H.H. 1984. Fundamental concepts of language teaching. (2. kiadás). Oxford: Oxford

University Press.

Course title:

Pragmatics



Modern Philology




Optimal semester: Preconditions: ---

Year 5, Semester 2



report


time

Course objectives:

The aim of the course is to introduce students to the fundamentals and models of

communication. Speech act theory is discussed in detail. As regards methodology, balance is

hit between theory and practice.


Weeks 1—2 Communication, cognitive science, message model, inferential model

Weeks 3—4 Discourse, conversation, utterances, speech acts

Weeks 5—6 What is pragmatics?

Weeks 7—8 Grice’s theory and its critique

Weeks 9—10 Presupposition


regular attendance, an essay

Evaluation:

participation 50 %

essay 50 %


Grice, H. Paul. "Logic and conversation." In: Korponay, Béla and Pelyvás, Péter (compilers).

Gleanings in modern linguistics. Debrecen : Kossuth Lajos Tudományegyetem Bölcsészet-

tudományi Kar, 1991. 165 p.

Published originally in: Cole, P. and Morgan, J. L. (eds.). Syntax and semantics. [Vol.] 3.

New York : Academic Press, 1975. pp. 41—58

Levinson, Stephen C. Pragmatics. Cambridge : Cambridge University Press, 1994. xvi, 420

p. (Cambridge textbooks in linguistics, ISSN ---)

ISBN 0-521-29414-2 x

Mey, Jacob L. Pragmatics : an introduction. Malden : Blackwell, 2001. xiv, 392 p.

ISBN 0-631-18691-3 x


Thomas, Jenny. Meaning in interaction : an introduction to pragmatics. London ; New York

: Longman, 1995. xiv, 306 p. (Learning about language, ISSN ---)

ISBN 0-582-29151-8

Yule, George. Pragmatics. 11th

impression. Oxford : Oxford University Press, 2007. xiv, 138

p. (Oxford introduction to language study, ISSN ---)

ISBN 978-0-19-437207-7

Campbell , Olga (compiler). A collection of speech acts in English. Debrecen : KLTE, 1996.

189 p.

Course title:

Curriculum Development Neptun code: BTOAN10L03



Literature

Course type (underline):

Compulsory, compulsory optional, optional





report


time

Course objectives:

This course will help current and future teachers find, understand, and critique the curriculum

in their schools through analysis of current and historical events and theoretical dialogues. It

will offer students the opportunity to explore the curriculum writing process and critically

examine current issues in curricula and curriculum theory. Students will examine the

personal, political, professional, and corporate interests involved in curriculum development,

as well as the complex relationship between curriculum and teaching.


1. Introduction; requirements, compulsory and suggested literature,

2. What is curriculum and why should you care?

3-4. Assessment of curriculum; preparation; nature of curriculum;

5. The role of the teacher; curriculum and setting; tolerance;

6. Curriculum theory, practice, and policy..

7. Ideology in the classroom. What does the curriculum mean?

8. The ethics of curriculum. Deconstructing textbooks. What is curriculum and why should

you care?

9. Long and short term planning

10. Test-writing



test, presentation

Evaluation:1-5



(min. 3)

Beyer, L., & Apple, M. (Eds.). (1998). The Curriculum: Problems, Politics, and Possibilities.

State University of New York Press.

Counts, G. (1978). Dare the school build a new social order? Southern Illinois University Pr


(min. 3)

Dewey, J. (1944). Selected readings from Democracy and Education. Retrieved March 23

from http://www.ilt.columbia.edu/publications/dewey.html.

Hirsch, E.D., Kett, J.F., & Trefil, J. (2002). he New Dictionary of Cultural LiteracyT.

Bartelby.com. Retrieved May 9, 2006 from http://www.bartleby.com/59/.

http://www.ilt.columbia.edu/publications/dewey.html

http://www.bartleby.com/59/

course title: integrated skills 1 · oxford: oxford university press. pelyvás,i- szabó, cs,-...

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